Childminder EY311474

Inspection date

Previous inspection date 25 January 2017 11 July 2014

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This inspection: Good 2

Previous inspection: Requires Improvement

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder has successfully addressed the actions raised at the previous inspection. She reflects well on all areas of her practice. The childminder has reviewed the way she uses assessments to check children's progress from when they start their placement. This has significantly improved the outcomes for children.  Partnerships with parents are good. Parents are kept well informed about their child's development. They contribute information about what children can already do and achieve before they start at the setting. The childminder uses this information to plan suitably challenging activities and experiences that help children to develop.  New children settle very quickly. They form close attachments to the childminder and their peers. Children show that they are safe in the childminder's home, interacting with visitors confidently. They access resources independently and develop a good sense of

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This provision is good

belonging.  Children visit interesting places in the community around them. For example, they enjoy being physically active at soft-play centres. Children engage and interact with those of their own age at toddler groups. The childminder helps to keep them safe on these outings. She has detailed risk assessments in place that she uses well.  Partnerships with other providers are good. Information about children's development is shared regularly as a two-way process. This helps to foster continuity of children's care and learning.

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It is not yet outstanding because:

 The childminder does not provide enough opportunities for children to count.  The childminder does not make the best possible use of opportunities to teach children about the similarities and differences between people and their traditions and customs.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 enhance teaching skills and provide even more chances for children that further extend their good understanding of counting  strengthen opportunities for children to gain an appropriate awareness of the similarities and differences between themselves and others in the wider world.

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Inspection activities

 The inspector looked at the areas of the premises that are used for childminding, including the outdoor area.  The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector discussed self-evaluation and checked evidence of the childminder's suitability, risk assessments and looked at a sample of her policies and procedures.  The inspector completed an evaluation of an activity with the childminder.  The inspector spoke to the childminder, children and some parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good understanding of the various types of abuse. She knows the signs to look out for if she were to have concerns about children's welfare. Policies and procedures are in place and used well to support the childminder's good practice. The childminder ensures children's well-being and safety are promoted at all times and that she follows any agreed routine. She has adequate equipment, such as pushchairs, safety gates and fire guards, which she uses to help protect children. Young children learn how to keep themselves safe. For example, they learn to hold onto the childminder's hand when walking short distances, such as back from school. The childminder recognises when younger children become tired and sits them in the pushchair for the remainder of the way home, contributing to their good physical health and well-being.

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Quality of teaching, learning and assessment is good

The childminder is experienced and knowledgeable about child development. She gets to know children very well. Early gaps in children's learning are managed successfully. The childminder ensures that she puts strategies in place swiftly, working closely with parents, to help children to catch up. For example, the childminder helps to promote younger children's speaking skills. She consistently uses clear, spoken words and repeats their utterances. The childminder accesses training to update her skills and knowledge. She meets with other childminders to share information and ideas, helping her to keep up to date with any changes.

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Personal development, behaviour and welfare are good

Children behave well. They are encouraged to be kind, considerate and fair. The childminder is close by to sensitively help them to negotiate and take turns. She is a good role model and consistently praises children's efforts. The childminder promotes healthy lifestyles. For example, she provides children with a wide range of healthy meals and snacks. She offers different foods and praises children when they try them. The individual needs of children are supported well. Children are encouraged to manage their self-care skills successfully. For instance, they use the toilet independently and are reminded to clean their hands when they have finished. The childminder identifies when children are engrossed in play and need to use the toilet. She sensitively reminds them to go to the toilet, so they do not have accidents, helping to support their self-esteem.

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Outcomes for children are good

Children make good progress from when they first start their placement. Younger children quickly develop social skills and are supported well with their confidence. They are inquisitive and show a desire to find things out. For example, young children enjoy discovering how to fit various shapes into the correct space in a shape sorting activity. They use their good thinking skills to test out their ideas and enjoy the ample praise when they succeed. Older children recognise numbers and letters when completing jigsaw puzzles. They confidently complete these and show pride in their achievements. Children are prepared for the next stage in their learning and eventual move to school.

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Setting details

Unique reference number EY311474 Local authority Lancashire Inspection number 1082931 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 11 July 2014

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Telephone number

The childminder was registered in 2005 and lives in Fleetwood, Blackpool. She operates all year round from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays.

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Telephone number

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the early years foundation stage.

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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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